CHAPTER -IV DATA ANALYSES AND RESULTSshodhganga.inflibnet.ac.in/bitstream/10603/8077/8/08_chapter 4.pdf · CHAPTER -IV DATA ANALYSES AND RESULTS 4.1 INTRODUCTION ... This chapter

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CHAPTER -IV

DATA ANALYSES AND RESULTS

4.1 INTRODUCTION

The previous chapter dealt with methodology. This chapter

deals with the data analyses and interpretation of the results

obtained. However valid, reliable and adequate the data may be,

it does not serve any useful purpose unless it is carefully

processed, systematically classified and tabulated, scientifically

analyzed, intelligently interpreted and rationally concluded.

After the data were collected on general mental alertness,

interest in teaching, emotional intelligence, attitude towards

teaching profession, personality and academic achievement of

prospective teachers; it was entered and processed using

Microsoft Excel - 2000 Software. Then, the data were analyzed

with reference to the objectives and hypotheses and further

analyzed by using descriptive statistics, differential analysis

including unpaired t-test, One way ANOVA followed by tukeys

multiple post hoc procedures, pearson‘s correlation coefficient

and multiple linear regression analysis by using SPSS 16.0

212

statistical software and the results obtained thereby have been

interpreted.

It was also the intention of the investigator to find out the

differences between gender (men and female), medium of

instruction (kannada and english), subjects (arts and science),

educational qualification (graduate and postgraduate), types of

management (Government, aided, unaided) with respect to

general mental alertness, interest in teaching, emotional

intelligence, attitude towards teaching profession, personality

and academic achievement of prospective teachers.

The main purposes of the convenience and the aim of the

study is to study the ―General Mental Alertness, Emotional

Intelligence, Personality, Interest in Teaching, Attitude

Towards Teaching Profession in Relation to Academic

Achievement of Prospective Teachers”.

The different sections of chapter IV of the study have been

organized under the following sections:

1). Descriptive analysis

2). Differential analysis

3). Correlation analysis of independent variables that is general

mental alertness, interest in teaching, emotional intelligence,

attitude towards teaching profession, personality with

academic achievement of prospective teachers

213

4). Regression analysis of independent variables that is general

mental alertness, interest in teaching, emotional intelligence,

attitude towards teaching profession, personality on

academic achievement of prospective teachers.

214

4.2 DATA ANALYSES AND INTERPRETATION

Table No. 4.1: Mean and SD Values of Academic Achievement of Prospective

Teachers According to Gender

Summary Men Female Total

n 175 175 350

Means 70.8400 73.0343 71.9371

Std.Dev. 5.1403 6.7602 6.0963

The results of the Table No. 4.1 represent the Mean and SD

values of academic achievement of prospective teachers

according to gender. The total mean academic achievement of

the prospective teachers is (71.9371±6.0963) in which the female

prospective teachers are high on academic achievement

(73.0343±6.7602) as compared to male prospective teachers

(70.8400±5.1403). The mean and SD values of academic

achievement of prospective teachers according to gender is also

presented in the following figure.

215

70.84

5.14

73.03

6.76

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Mea

n v

alue

Men Women

Figure No. 4.1: Comparison of Mean and SD Values of Academic

Achievement of Prospective Teachers by Gender

Means Std.Dev.

216

Table No. 4.2: Mean and SD Values of General Mental

Alertness According to Gender of Prospective Teachers


n 175 175 350

Means 52.3829 55.0629 53.7229

Std.Dev. 11.1080 12.2113 11.7330


values of general mental alertness of prospective teachers

according to gender. The total mean general mental alertness of

the prospective teachers is (53.7229±11.7330) in which the

female prospective teachers are high on general mental alertness


(52.3829±11.1080). The mean and SD values of general mental

alertness of prospective teachers according to gender is also


217

52.38

11.11

55.06

12.21

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Mea

n v

alue

Men Women

Figure 4.2: Comparison of Mean and SD of General Mental Alertness

Scores of Prospective Teachers by Gender

Means Std.Dev.

218

Table No. 4.3: Mean and SD Values of Interest in Teaching

According to Gender of Prospective Teachers


n 175 175 350

Means 16.8857 17.6686 17.2771

Std.Dev. 3.5539 3.8661 3.7287

The results of the Table No.4.3 represent the Mean and SD

values of interest in teaching of prospective teachers according to

gender. The total mean interest in teaching of the prospective

teachers is (17.2771±3.7287) in which the female prospective

teachers are high on interest in teaching (17.6686±3.8661) as

compared to male prospective teachers (16.8857±3.5539). The

mean and SD values of interest in teaching of prospective

teachers according to gender is also presented in the following

figure.

219

16.89

3.55

17.67

3.87

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Mea

n v

alu

e

Men Women

Figure 4.3: Comparison of Mean and SD of Interest in Teaching Scores

of Prospective Teachers by Gender

Means Std.Dev.

220

Table No. 4.4: Mean and SD Values of Emotional Intelligence



n 175 175 350

Means 124.5029 126.5714 125.5371

Std.Dev. 9.2344 10.9966 10.1920


values of emotional intelligence of prospective teachers according

to gender. The total mean emotional intelligence of the

prospective teachers is (125.5371±10.1920) in which the female

prospective teachers are high on emotional intelligence


(124.5029±9.2344). The mean and SD values of emotional

intelligence of prospective teachers according to gender is also


221

124.50

9.23

126.57

11.00

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue

Men Women

Figure 4.4: Comparison of Mean and SD of Emotional Intelligence

Scores of Prospective Teachers by Gender

Means Std.Dev.

222

Table No. 4.5: Mean and SD Values of Attitude Towards Teaching Profession



n 175 175 350

Means 132.8114 135.4629 134.1371

Std.Dev. 11.8207 13.0379 12.4970


values of attitude towards teaching profession of prospective

teachers according to gender. The total mean attitude towards

teaching profession of the prospective teachers is

(134.1371±12.4970) in which the female prospective teachers are

high on attitude towards teaching profession


(132.8114±11.8207). The mean and SD values of attitude

towards teaching profession of prospective teachers according to

gender is also presented in the following figure.

223

132.81

11.82

135.46

13.04

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue

Men Women

Figure 4.5: Comparison of Mean and SD of Attitude Towards

Teaching Profession scores of Prospective Teachers by Gender

Means Std.Dev.

224

Table No. 4.6: Mean and SD Values of Personality According

to Gender of Prospective Teachers


n 175 175 350

Means 33.3257 34.8629 34.0943

Std.Dev. 7.5348 8.6139 8.1173


values of personality of prospective teachers according to gender.

The total mean personality of the prospective teachers is

(34.0943±8.1173) in which the female prospective teachers are

high on personality (34.8629±8.6139) as compared to male

prospective teachers (33.3257±7.5348). The mean and SD values

of personality of prospective teachers according to gender is also


225

33.33

7.53

34.86

8.61

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Mea

n v

alue

Men Women

Figure 4.6: Comparison of Mean and SD of Personality Scores of

Prospective Teachers by Gender

Means Std.Dev.

226

Table No. 4.7: Mean and SD Values of Academic Achievement According to

Medium of Instruction

Summary Kannada English Total

n 200 150 350

Means 72.8300 70.7467 71.9371

Std.Dev. 6.3989 5.4652 6.0963


values of academic achievement of prospective teachers

according to medium of instruction. The total mean academic

achievement of the prospective teachers is (71.9371±6.0963) in

which the Kannada medium prospective teachers are high on

academic achievement (72.8300±6.3989) as compared to English

medium prospective teachers (70.7467±5.4652). The mean and

SD values of academic achievement of prospective teachers

according to medium of instruction is also presented in the

following figure.

227

72.83

6.40

70.75

5.47

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Mea

n v

alue

Kannada medium English medium

Figure 4.7: Comparison of Mean and SD Values of Academic

Achievement of Prospective Teachers by Medium of Instruction

Means Std.Dev.

228

Table No. 4.8: Mean and SD Values of General Mental Alertness According to

Medium of Instruction


n 200 150 350

Means 55.1050 51.8800 53.7229

Std.Dev. 11.7454 11.4984 11.7330


values of general mental alertness of prospective teachers

according to medium of instruction. The total mean general

mental alertness of the prospective teachers is

(53.7229±11.7330) in which the Kannada medium prospective

teachers are high on general mental alertness (55.1050±11.7454)

as compared to English medium prospective teachers

(51.8800±11.4984). The mean and SD values of general mental

alertness of prospective teachers according to medium of

instruction is also presented in the following figure.

229

55.11

11.75

51.88

11.50

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Mea

n v

alue



scores of Prospective Teachers by Medium of Instruction

Means Std.Dev.

230

Table No. 4.9: Mean and SD Values of Interest in Teaching

According to Medium of Instruction


n 200 150 350

Means 17.8600 16.5000 17.2771

Std.Dev. 3.8503 3.4207 3.7287


values of interest in teaching of prospective teachers according to

medium of instruction. The total mean interest in teaching of the

prospective teachers is (17.2771±3.7287) in which the Kannada

medium prospective teachers are high on interest in teaching

(17.8600±3.8503) as compared to English medium prospective

teachers (16.5000±3.4207). The mean and SD of interest in

teaching of prospective teachers according to medium of

instruction is also presented in the following figure.

231

17.86

3.85

16.50

3.42

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Mea

n v

alu

e


Figure 4.9: Comparison of Mean and SD of Interest in Teaching Scores

of Prospective Teachers by Mediun of Instruction

Means Std.Dev.

232

Table No. 4.10: Mean and SD Values of Emotional

Intelligence According to Medium of Instruction


n 200 150 350

Means 127.0200 123.5600 125.5371

Std.Dev. 9.9177 10.2496 10.1920

The results of the Table No.4.10 represent the Mean and

SD values of emotional intelligence of prospective teachers

according to medium of instruction. The total mean emotional

intelligence of the prospective teachers is (125.5371±10.1920) in

which the Kannada medium prospective teachers are high on

emotional intelligence (127.0200±9.9177) as compared to

English medium prospective teachers (123.5600±10.2496). The

mean and SD of emotional intelligence of prospective teachers


following figure.

233

17.86

3.85

16.50

3.42

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Mea

n v

alu

e



Scores of Prospective Teachers by Medium of Instruction

Means Std.Dev.

234


According to Medium of Instruction


n 200 150 350

Means 135.1450 132.7933 134.1371

Std.Dev. 12.0591 12.9772 12.4970


SD values of attitude towards teaching profession of prospective

teachers according to medium of instruction. The total mean

attitude towards teaching profession of the prospective teachers

is (134.1371±12.4970) in which the Kannada medium

prospective teachers are high on attitude towards teaching

profession (135.1450±12.0591) as compared to English medium

prospective teachers (132.7933±12.9772). The mean and SD of

attitude towards teaching profession of prospective teachers


following figure.

235

135.15

12.06

132.79

12.98

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alu

e



Teaching Profession Scores of Prospective Teachers by Medium of

Instruction

Means Std.Dev.

236

Table No. 4.12: Mean and SD Values of Personality According to Medium of

Instruction


n 200 150 350

Means 34.9150 33.0000 34.0943

Std.Dev. 8.6372 7.2519 8.1173


SD values of personality of prospective teachers according to

medium of instruction. The total mean personality of the

prospective teachers is (34.0943±8.1173) in which the Kannada

medium prospective teachers are high on personality

(34.9150±8.6372) as compared to English medium prospective

teachers (33.0000±7.2519). The mean and SD of personality of

prospective teachers according to medium of instruction is also


237

34.92

8.64

33.00

7.25

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Mea

n v

alue



Prospective Teachers by Medium of Instruction

Means Std.Dev.

238


Arts and Science Subjects of Prospective Teachers

Summary Arts Science Total

n 175 175 350

Means 71.8343 72.0400 71.9371

Std.Dev. 6.1449 6.0632 6.0963



according to subjects. The total mean academic achievement of


science prospective teachers are high on academic achievement

(72.0400±6.0632) as compared to arts prospective teachers

(71.8343±6.1449). The mean and SD of academic achievement of

prospective teachers according to subjects is also presented in

the following figure.

239

71.83

6.14

72.04

6.06

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Mea

n v

alue

Arts Science

Figure 4.13: Comparison of Mean and SD values of Academic

Achievement of Prospective Teachers by Subjects

Means Std.Dev.

240

Table No. 4.14: Mean and SD Values of General Mental Alertness According

to Arts and Science Subjects of Prospective Teachers


n 175 175 350

Means 53.9200 53.5257 53.7229

Std.Dev. 12.0327 11.4565 11.7330


SD values of general mental alertness of prospective teachers

according to subjects. The total mean general mental alertness of

the prospective teachers is (53.7229±11.7330) in which the arts

prospective teachers are high on general mental alertness

(53.9200±12.0327) as compared to science prospective teachers

(53.5257±11.4565). The mean and SD of general mental

alertness of prospective teachers according to subjects is also


241

53.92

12.03

53.53

11.46

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Mea

n v

alue

Arts Science


Scores of Prospective Teachers by Subjects

Means Std.Dev.

242

Table No. 4.15: Mean and SD Values of Interest in Teaching According to Arts

and Science Subjects of Prospective Teachers


n 175 175 350

Means 17.2800 17.2743 17.2771

Std.Dev. 3.8232 3.6427 3.7287

The results of the Table No. 4.15 represent the Mean and

SD values of interest in teaching of prospective teachers

according to subjects. The total mean interest in teaching of the

prospective teachers is (17.2771±3.7287) in which the arts

prospective teachers are high on interest in teaching

(17.2800±3.823) as compared to science prospective teachers

(17.2743±3.6427). The mean and SD of interest in teaching of

prospective teachers according to subjects is also presented in


243

17.28

3.82

17.27

3.64

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Mea

n v

alue

Arts Science

Figure 4.15: Comparison of Mean and SD of Interest in Teaching

Scores of Prospective Teachers by Subjects

Means Std.Dev.

244

Table No. 4.16: Mean and SD Values of Emotional Intelligence According to

Arts and Science Subjects of Prospective Teachers


n 175 175 350

Means 125.2686 125.8057 125.5371

Std.Dev. 10.5347 9.8603 10.1920



according to subjects. The total mean emotional intelligence of


science prospective teachers are high on emotional intelligence


(125.2686±10.5347). The mean and SD of emotional intelligence

of prospective teachers according to subjects is also presented in


245

125.27

10.53

125.81

9.86

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue

Arts Science


scores of Prospective Teachers by Subjects

Means Std.Dev.

246


According to Arts and Science Subjects of Prospective Teachers


n 175 175 350

Means 133.6171 134.6571 134.1371

Std.Dev. 12.0591 12.9338 12.4970



teachers according to subjects. The total mean attitude towards

teaching profession of the prospective teachers is

(134.1371±12.4970) in which the science prospective teachers

are high on attitude towards teaching profession


(133.6171±12.0591). The mean and SD of attitude towards

teaching profession of prospective teachers according to subjects

is also presented in the following figure.

247

133.62

12.06

134.66

12.93

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue

Arts Science


Teaching Profession Scores of Prospective Teachers by Subjects

Means Std.Dev.

248

Table No. 4.18: Mean and SD Values of Personality According

to Arts and Science Subjects of Prospective Teachers


n 175 175 350

Means 34.1086 34.0800 34.0943

Std.Dev. 8.3318 7.9209 8.1173



subjects. The total mean personality of the prospective teachers

is (34.0943±8.1173) in which the arts prospective teachers are

high on personality (34.1086±8.3318) as compared to science


personality of prospective teachers according to subjects is also


249

34.11

8.33

34.08

7.92

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Mea

n v

alue

Arts Science


Prospective Teachers by Subjects

Means Std.Dev.

250


Graduate and Postgraduate Prospective Teachers

Summary Graduate postgraduate Total

n 250 100 350

Means 70.9320 74.4500 71.9371

Std.Dev. 5.6133 6.5449 6.0963



according to educational qualification. The total mean academic


which the postgraduate prospective teachers are high on

academic achievement (74.4500±6.5449) as compared to

graduate prospective teachers (70.9320±5.6133). The mean and

SD of academic achievement of prospective teachers according to

educational qualification is also presented in the following figure.

251

70.93

5.61

74.45

6.54

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Mea

n v

alue

Graduate Postgraduate


Achievement of Prospective Teachers by Educational Qualifications

Means Std.Dev.

252


to Graduate and Postgraduate Prospective Teachers


n 250 100 350

Means 52.6280 56.4600 53.7229

Std.Dev. 11.1425 12.7449 11.7330



according to educational qualification. The total mean general


(53.7229±11.7330) in which the postgraduate prospective

teachers are high on general mental alertness (56.4600±12.7449)

as compared to graduate prospective teachers

(52.6280±11.1425). The mean and SD of general mental

alertness of prospective teachers according to educational

qualification is also presented in the following figure.

253

52.63

11.14

56.46

12.74

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Mea

n v

alue



Scores of Prospective Teachers by Educational Qualifications

Means Std.Dev.

254

Table No. 4.21: Mean and SD Values of Interest in Teaching According to



n 250 100 350

Means 16.9960 17.9800 17.2771

Std.Dev. 3.4426 4.3017 3.7287



according to educational qualification. The total mean interest in

teaching of the prospective teachers is (17.2771±3.7287) in

which the postgraduate prospective teachers are high on interest

in teaching (17.9800±4.3017) as compared to graduate


interest in teaching of prospective teachers according to


255

17.00

3.44

17.98

4.30

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Mea

n v

alue

raduate Postgraduate



Means Std.Dev.

256




n 250 100 350

Means 124.2640 128.7200 125.5371

Std.Dev. 9.0794 12.0219 10.1920



according to educational qualification. The total mean emotional


which the postgraduate prospective teachers are high on

emotional intelligence (128.7200±12.0219) as compared to

graduate prospective teachers (124.2640±9.0794). The mean and

SD of emotional intelligence of prospective teachers according to


257

124.26

9.08

128.72

12.02

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue




Means Std.Dev.

258


According to Graduate and Postgraduate Prospective Teachers


n 250 100 350

Means 132.0800 139.2800 134.1371

Std.Dev. 12.4778 11.0253 12.4970



teachers according to educational qualification. The total mean


is (134.1371±12.4970) in which the postgraduate prospective

teachers are high on attitude towards teaching profession

(135.4629±13.0379) as compared to graduate prospective

teachers (132.8114±11.8207). The mean and SD of attitude

towards teaching profession of prospective teachers according to


259

132.08

12.48

139.28

11.03

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue



Teaching Profession Scores of Prospective Teachers by Educational

Qualifications

Means Std.Dev.

260

Table No. 4.24: Mean and SD Values of Personality According to Graduate

and Postgraduate Prospective Teachers

Summary Graduate Postgraduate Total

n 250 100 350

Means 33.1160 36.5400 34.0943

Std.Dev. 7.1842 9.6958 8.1173



educational qualification. The total mean personality of the

prospective teachers is (34.0943±8.1173) in which the

postgraduate prospective teachers are high on personality

(36.5400±9.6958) as compared to graduate prospective teachers

(33.1160±7.1842). The mean and SD of personality of

prospective teachers according to educational qualification is

also presented in the following figure.

261

33.12

7.18

36.54

9.70

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Mea

n v

alu

e



Prospective Teachers by Educational Qualifications

Means Std.Dev.

262


Prospective Teachers of Different Types of Management

Summary Government Aided Unaided Total

n 100 125 125 350

Means 66.8500 74.2080 73.7360 71.9371

Std.Dev. 2.0120 2.4039 8.1400 6.0963



according to types of management. The total mean academic


which the aided prospective teachers are high on academic

achievement (73.7360±8.1400) as compared to unaided

prospective teachers (70.8400±5.1403) and Government


academic achievement of prospective teachers according to types

of management is also presented in the following figure.

263

66.85

2.01

74.21

2.40

73.74

8.14

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Mea

n v

alue

Government Aided Unaided


Achievement of Prospective Teachers by Types of Management

Means Std.Dev.

264


to Prospective Teachers of Different Types of Management


n 100 125 125 350

Means 43.1800 56.2640 59.6160 53.7229

Std.Dev. 4.9408 10.9118 10.8507 11.7330



according to types of management. The total mean general


(53.7229±11.7330) in which the unaided prospective teachers

are high on general mental alertness (59.6160±10.8507) as

compared to aided prospective teachers (56.2640±10.9118) and

Government prospective teachers (43.1800±4.9408). The mean

and SD of general mental alertness of prospective teachers

according to types of management is also presented in the

following figure.

265

43.18

4.94

56.26

10.91

59.62

10.85

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Mea

n v

alu

e



Scores of Prospective Teachers by Types of Management

Means Std.Dev.

266

Table No. 4.27: Mean and SD Values of Interest in Teaching According to



n 100 125 125 350

Means 15.9600 17.6320 17.9760 17.2771

Std.Dev. 2.0642 3.8574 4.3394 3.7287



according to types of management. The total mean interest in

teaching of the prospective teachers is (17.2771±3.7287) in

which the unaided prospective teachers are high on interest in

teaching (17.9760±4.3394) as compared to aided prospective

teachers (17.6320±3.8574) and Government prospective teachers

(15.9600±2.0642). The mean and SD of interest in teaching of

prospective teachers according to types of management is also


267

15.96

17.6317.98

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Mea

n v

alu

e




Means Std.Dev.

268




n 100 125 125 350

Means 119.9400 129.9440 125.6080 125.5371

Std.Dev. 3.6565 10.0670 11.6404 10.1920



according to types of management. The total mean emotional


which the aided prospective teachers are high on emotional

intelligence (129.9440±10.0670) as compared to unaided

prospective teachers (125.6080±11.6404) and Government


emotional intelligence of prospective teachers according to types

of management is also presented in the following figure.

269

119.94

3.66

129.94

10.07

125.61

11.64

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alu

e




Means Std.Dev.

270


According to Prospective Teachers of Different Types of Management


n 100 125 125 350

Means 121.8100 142.4560 135.6800 134.1371

Std.Dev. 7.0821 7.4265 12.2333 12.4970



teachers according to types of management. The total mean


is (134.1371±12.4970) in which the aided prospective teachers

are high on attitude towards teaching profession

(142.4560±7.4265) as compared to unaided prospective teachers

(135.6800±12.2333) and Government prospective teachers

(121.8100±7.0821). The mean and SD of attitude towards

teaching profession of prospective teachers according to types of

management is also presented in the following figure.

271

121.81

7.08

142.46

7.43

135.68

12.23

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

Mea

n v

alue



Teaching Profession Scores of Prospective Teachers by Types of

Management

Means Std.Dev.

272

Table No. 4.30: Mean and SD Values of Personality According to Prospective

Teachers of Different Types of Management


n 100 125 125 350

Means 29.2200 38.8400 33.2480 34.0943

Std.Dev. 2.6346 6.0634 10.0279 8.1173



types of management. The total mean personality of the

prospective teachers is (34.0943±8.1173) in which the aided

prospective teachers are high on personality (38.8400±6.0634) as

compared to unaided prospective teachers (33.2480±10.0279)

and Government prospective teachers (29.2200±2.6346). The

mean and SD of personality of prospective teachers according to

types of management is also presented in the following figure.

273

29.22

38.84

33.25

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

Mea

n v

alue



Prospective Teachers by Types of Management

Means Std.Dev.

274

1. Hypothesis: There is no significant difference between male

and female prospective teachers with respect to their academic

achievement.

To test this hypothesis, the unpaired t-test was applied and

the results are presented in the following table.

Table No. 4.31: Results of t-test Between Male and Female

Prospective Teachers with respect to Their Academic

Achievement

Gender Mean SD t-value p-value Signi.

Men 70.8400 5.1403 3.4180 <0.05 S

Female 73.0343 6.7602

From the results of Table No. 4.31, it can be seen that, the

male and female prospective teachers differ significantly with

respect to their academic achievement (t=3.4180, p<0.05) at

0.05% level of significance. Hence, the null hypothesis is rejected

and alternative hypothesis is accepted indicating that the female

prospective teachers are high on academic achievement as

compared to male prospective teachers.

275


and female prospective teachers with respect to general mental

alertness



Table No. 4.32: Results of t-test Between Male and Female Prospective

Teachers with respect to General Mental Alertness


Men 52.3829 11.1080 2.1477 <0.05 S

Female 55.0629 12.2113

From the results of Table No. 4. 32, it can be seen that, the


respect to general mental alertness (t=2.1477, p<0.05) at 0.05%

level of significance. Hence, the null hypothesis is rejected and

alternative hypothesis is accepted indicating that the female

prospective teachers are high on general mental alertness as


276


and female prospective teachers with respect to interest in

teaching.




Teachers with respect to Interest in Teaching


Men 16.8857 3.5539 1.9721 <0.05 S

Female 17.6686 3.8661



respect to interest in teaching (t=1.9721, p<0.05) at 0.05% level

of significance. Hence, the null hypothesis is rejected and

alternative hypothesis is accepted indicating that the female

prospective teachers are high on interest in teaching as


277


and female prospective teachers with respect to emotional

intelligence




Teachers with respect to Emotional Intelligence


Men 124.5029 9.2344 1.9057 >0.05 NS

Female 126.5714 10.9966


male and female prospective teachers do not differ significantly

with respect to emotional intelligence (t=1.9057, p>0.05) at

0.05% level of significance. Hence, the null hypothesis is

accepted and alternative hypothesis is rejected indicating that

the male and female prospective teachers have similar emotional

intelligence.

278


and female prospective teachers with respect to attitude towards

teaching profession




Teachers with respect to Attitude Towards Teaching Profession


Men 132.8114 11.8207 1.9931 <0.05 S

Female 135.4629 13.0379



respect to attitude towards teaching profession (t=1.9931,

p<0.05) at 0.05% level of significance. Hence, the null hypothesis

is rejected and alternative hypothesis is accepted indicating that

the female prospective teachers are high on attitude towards

teaching profession as compared to male prospective teachers.

279


and female prospective teachers with respect to personality




Teachers with respect to Personality


Men 33.3257 7.5348 1.7768 >0.05 NS

Female 34.8629 8.6139


male and female prospective teachers do not differ significantly

with respect to personality (t=1.7768, p>0.05) at 0.05% level of

significance. Hence, the null hypothesis is accepted and

alternative hypothesis is rejected indicating that the male and

female prospective teachers have similar personality.

280

7. Hypothesis: There is no significant difference between

Kannada and English medium prospective teachers with respect

to their academic achievement



Table No. 4.37: Results of t-test Between Kannada and English Medium

Prospective Teachers with respect to Their Academic Achievement

Medium of instruction Mean SD t-value p-value Signi.

Kannada 72.8300 6.3989 3.2056 <0.05 S

English 70.7467 5.4652


Kannada and English medium prospective teachers differ

significantly with respect to their academic achievement

(t=3.2056, p<0.05) at 0.05% level of significance. Hence, the null

hypothesis is rejected and alternative hypothesis is accepted

indicating that the Kannada medium prospective teachers are

high on academic achievement as compared to English medium

prospective teachers.

281



to general mental alertness




Prospective Teachers with respect to General Mental Alertness


Kannada 55.1050 11.7454 2.5650 <0.05 S

English 51.8800 11.4984



significantly with respect to general mental alertness (t=2.5650,



the Kannada medium prospective teachers are high on general

mental alertness as compared to English medium prospective

teachers.

282



to interest in teaching




Prospective Teachers with respect to Interest in Teaching


Kannada 17.8600 3.8503 3.4285 <0.05 S

English 16.5000 3.4207



significantly with respect to interest in teaching (t=3.4285,



the Kannada medium prospective teachers are high on interest

in teaching as compared to English medium prospective

teachers.

283



to emotional intelligence




Prospective Teachers with respect to Emotional Intelligence


Kannada 127.0200 9.9177 3.1839 <0.05 S

English 123.5600 10.2496



significantly with respect to emotional intelligence (t=3.1839,



the Kannada medium prospective teachers are high on emotional

intelligence as compared to English medium prospective

teachers.

284



to Attitude towards teaching profession




Prospective Teachers with respect to Attitude towards Teaching profession


Kannada 135.1450 12.0591 1.7473 >0.05 NS

English 132.7933 12.9772


Kannada and English medium prospective teachers do not differ


p>0.05) at 0.05% level of significance. Hence, the null hypothesis

is accepted and alternative hypothesis is rejected indicating that

the Kannada and English medium prospective teachers have

similar emotional intelligence.

285



to personality




Prospective Teachers with respect to Personality


Kannada 34.9150 8.6372 2.1961 <0.05 S

English 33.0000 7.2519

From the results of Table No. 4. 42, it can be seen that, the


significantly with respect to personality (t=2.1961, p<0.05) at


and alternative hypothesis is accepted indicating that the

Kannada medium prospective teachers are high on personality

as compared to Kannada medium prospective teachers.

286

13. Hypothesis: There is no significant difference between Arts

and science subject of prospective teachers with respect to their

academic achievement



Table No. 4.43: Results of t-test Between Arts and Science Subjects of


Subjects Mean SD t-value p-value Signi.

Arts 71.8343 6.1449 0.3152 >0.05 NS

Science 72.0400 6.0632


Arts and science subject of prospective teachers do not differ


(t=0.3152, p>0.05) at 0.05% level of significance. Hence, the null

hypothesis is accepted and alternative hypothesis is rejected

indicating that the Arts and science subject of prospective

teachers have similar academic achievement.

287


and science subject of prospective teachers with respect to

general mental alertness




Prospective Teachers with respect to General Mental Alertness


Arts 53.9200 12.0327 0.3139 >0.05 NS

Science 53.5257 11.4565






the Arts and science subject of prospective teachers have similar

general mental alertness.

288



interest in teaching






Arts 17.2800 3.8232 0.0143 >0.05 NS

Science 17.2743 3.6427







interest in teaching.

289



emotional intelligence






Arts 125.2686 10.5347 0.4925 >0.05 NS

Science 125.8057 9.8603







emotional intelligence.

290



attitude towards teaching profession




Prospective Teachers with respect to Attitude Towards Teaching Profession


Arts 133.6171 12.0591 0.7780 >0.05 NS

Science 134.6571 12.9338



significantly with respect to attitude towards teaching profession

(t=0.7780, p>0.05) at 0.05% level of significance. Hence, the null

hypothesis is accepted and alternative hypothesis is rejected

indicating that the Arts and science subject of prospective

teachers have similar attitude towards teaching profession.

291



personality






Arts 34.1086 8.3318 0.0329 >0.05 NS

Science 34.0800 7.9209



significantly with respect to personality (t=0.0329, p>0.05) at


accepted and alternative hypothesis is rejected indicating that


personality.

292


graduate and postgraduate prospective teachers with respect to

their academic achievement



Table No. 4.49: Results of t-test Between Graduate and Postgraduate


Educational Qualification Mean SD t-value p-value Signi.

Graduate 70.9320 5.6133 5.0451 <0.05 S

postgraduate 74.4500 6.5449


graduate and postgraduate prospective teachers differ




indicating that the postgraduate prospective teachers are high

on academic achievement as compared to graduate prospective

teachers.

293



general mental alertness



Table No. 4.50: Results of t-test Between Graduate and

Postgraduate Prospective Teachers with respect to General

Mental Alertness


Graduate 52.6280 11.1425 2.7869 <0.05 S







the postgraduate prospective teachers are high on general

mental alertness as compared to graduate prospective teachers.

294



interest in teaching






Graduate 16.9960 3.4426 2.2432 <0.05 S







the postgraduate prospective teachers are high on interest in

teaching as compared to graduate prospective teachers.

295



emotional intelligence






Graduate 124.2640 9.0794 3.7641 <0.05 S







the postgraduate prospective teachers are high on emotional

intelligence as compared to graduate prospective teachers.

296



attitude towards teaching profession




Prospective Teachers with respect to Attitude Towards Teaching Profession


Graduate 132.0800 12.4778 5.0363 <0.05 S




significantly with respect to attitude towards teaching profession



indicating that the postgraduate prospective teachers are high

on attitude towards teaching profession as compared to graduate


297



personality






Graduate 33.1160 7.1842 3.6265 <0.05 S




significantly with respect to personality (t=3.6265, p<0.05) at



postgraduate prospective teachers are high on personality as

compared to graduate prospective teachers.

298


prospective teachers of Government, unaided and aided

management colleges with respect to their academic achievement

To test this hypothesis, the one way ANOVA test was

applied and the results are presented in the following table.

Table No. 4.55: Results of ANOVA test Between Prospective Teachers of

Government, Aided and Unaided Management Colleges with respect to Their

Academic Achievement

Source of

variation

Degrees

of

freedom

Sum of

squares

Mean

sum of

squares

F-value P-

value

Signi.

Between

management

2 3636.99 1818.49 67.606

8

<0.05 S

Within

management

347 9333.63 26.90

Total 349 12970.6

2



management differ significantly with respect to their academic

achievement (F=67.6068, p<0.05) at 0.05% level of significance.

Hence, the null hypothesis is rejected and alternative hypothesis

299

is accepted indicating that the prospective teachers of

Government, unaided and aided management colleges have

different academic achievement.

If F is significant, to know the significant difference among

the pairs of types of management (Government, unaided and

aided) the Tukeys multiple post hoc procedures was applied and


Table No. 4.56: Pair Wise Comparison of Types of

Management of Prospective Teachers with respect to Their

Academic Achievement by Tukeys multiple post hoc

procedures

Managements Government Aided Unaided

Mean 66.8500 74.2080 73.7360

Government -

Aided 0.0000* -

Unaided 0.0000* 0.7520 -

*p<0.05

From the results of Table No. 4.56, it is observed that,

1. The prospective teachers belonging to Government and aided

management differ significantly with respect to their academic

achievement at 0.05% level of significance indicating that

300

prospective teachers belonging to aided management colleges

are high on academic achievement as compared to

Government colleges.

2. The prospective teachers belonging to Government and

unaided management differ significantly with respect to their

academic achievement at 0.05% level of significance

indicating that prospective teachers belonging to unaided

management colleges are high on academic achievement as

compared to Government colleges.

3. The prospective teachers belonging to aided and unaided

management colleges do not differ significantly with respect to

their academic achievement at 0.05% level of significance

indicating that prospective teachers belonging to aided and

unaided management colleges have similar academic

achievement.

301



management colleges with respect to general mental alertness




Government, Aided and Unaided Management Colleges with respect to

General Mental Alertness

Source of

variation

Degrees

of

freedom

Sum of

squares

Mean

sum of

squares

F-

value

P-

value

Signi.

Between

management

2 16263.50 8131.75 88.7874 <0.05 S

Within

management

347 31780.62 91.59

Total 349 48044.12



management differ significantly with respect to general mental

alertness (F=88.7874, p<0.05) at 0.05% level of significance.



302


different general mental alertness.


the pairs of types of management (Government, aided and aided)

the Tukeys multiple post hoc procedures was applied and the

results are presented in the following table.

Table No. 4.58: Pair Wise Comparison of Types of Management of Prospective

Teachers with respect to General Mental Alertness by Tukeys Multiple Post

hoc Procedures


Mean 43.1800 56.2640 59.6160

Government -

Aided 0.0000* -

Unaided 0.0000* 0.0155* -

*p<0.05




alertness at 0.05% level of significance indicating that


303

are high on general mental alertness as compared to

Government prospective teachers.


unaided management differ significantly with respect to

general mental alertness at 0.05% level of significance

indicating that prospective teachers belonging to unaided

management colleges are high on general mental alertness as

compared to Government prospective teachers.



alertness at 0.05% level of significance indicating that

prospective teachers belonging to unaided management

colleges are high on general mental alertness as compared to

aided prospective teachers.

304



management colleges with respect to interest in teaching




Government, Aided and Unaided Management Colleges with respect to Interest

in Teaching

Source of

variation

Degree

s of

freedo

m

Sum of

square

s

Mean

sum of

square

s

F-

value

P-

value

Signi.

Between

management

2 250.28 125.14 9.4360 <0.05 S

Within

management

347 4601.84 13.26

Total 349 4852.12



management differ significantly with respect to interest in

teaching (F=9.4360, p<0.05) at 0.05% level of significance.


305



different interest in teaching.






Teachers with respect to Interest in Teaching by Tukeys Multiple Post hoc

Procedures


Mean 15.9600 17.6320 17.9760

Government -

Aided 0.0018* -

Unaided 0.0001* 0.7356 -

*p<0.05

From the results of Table No. 4. 60, it is observed that,

The prospective teachers belonging to Government and aided


teaching at 0.05% level of significance indicating that


306

are high on interest in teaching as compared to Government


The prospective teachers belonging to Government and


interest in teaching at 0.05% level of significance indicating

that prospective teachers belonging to unaided management

colleges are high on interest in teaching as compared to


The prospective teachers belonging to aided and unaided


teaching at 0.05% level of significance indicating that

prospective teachers belonging to aided and unaided

management colleges have similar interest in teaching.

307



management colleges with respect to emotional intelligence





Emotional Intelligence

Source of

variation

Degre

es of

freedo

m

Sum of

squares

Mean

sum of

squares

F-value P-

value

Signi.

Between

management

2 5560.9

8

2780.4

9

31.435

8

<0.05 S

Within

management

347 30692.04 88.45

Total 349 36253.02



management differ significantly with respect to emotional

intelligence (F=31.4358, p<0.05) at 0.05% level of significance.

308




different emotional intelligence.






Teachers with respect to Emotional Intelligence by Tukeys Multiple Post hoc

Procedures


Mean 119.9400 129.9400 125.6100

Government -

Aided 0.0000* -

Unaided 0.0000* 0.0008* -

*p<0.05




intelligence at 0.05% level of significance indicating that

309


are high on emotional intelligence as compared to




emotional intelligence at 0.05% level of significance indicating

that prospective teachers belonging to unaided management

colleges are high on emotional intelligence as compared to




intelligence at 0.05% level of significance indicating that


are high on emotional intelligence as compared to unaided


310



management colleges with respect to attitude towards teaching

profession





Attitude Towards Teaching Profession

Source of

variation

Degree

s of

freedo

m

Sum of

square

s

Mean

sum of

square

s

F-value P-value Signi.

Between

management 2 24143.82 12071.91 137.9688 <0.05 S

Within

management 347 30361.60 87.50

Total 349 54505.42



management differ significantly with respect to attitude towards

teaching profession (F=137.9688, p<0.05) at 0.05% level of

311

significance. Hence, the null hypothesis is rejected and

alternative hypothesis is accepted indicating that the prospective

teachers of Government, unaided and aided management

colleges have different attitude towards teaching profession.






Teachers with respect to Attitude Towards Teaching Profession by Tukeys

Multiple Post hoc Procedures


Mean 121.8100 142.4600 135.6800

Government -

Aided 0.0000* -

Unaided 0.0000* 0.0000* -

*p<0.05



management differ significantly with respect to attitude

towards teaching profession at 0.05% level of significance

indicating that prospective teachers belonging to aided

management colleges are high in their attitude towards

312

teaching profession as compared to Government prospective

teachers.



attitude towards teaching profession at 0.05% level of

significance indicating that prospective teachers belonging to

unaided management colleges are high in their attitude

towards teaching profession as compared to Government



management differ significantly with respect to attitude

towards teaching profession at 0.05% level of significance

indicating that prospective teachers belonging to aided

management colleges are high in their attitude towards

teaching profession as compared to unaided prospective

teachers.

313



management colleges with respect to personality





Personality

Source of

variation

Degree

s of

freedo

m

Sum of

squares

Mean

sum of

square

s

F-value P-value Signi.

Between

management

2 5280.62 2640.31 51.7174 <0.05 S

Within

management 347 17715.27 51.05

Total 349 22995.89



management differ significantly with respect to personality

(F=51.7174, p<0.05) at 0.05% level of significance. Hence, the

null hypothesis is rejected and alternative hypothesis is accepted

314

indicating that the prospective teachers of Government, unaided

and aided management colleges have different personality.






Teachers with respect to Personality by Tukeys Multiple Post hoc Procedures


Mean 29.2200 38.8400 33.2480

Government -

Aided 0.0000* -

Unaided 0.0001* 0.0000* -

*p<0.05



aided management differ significantly with respect to

personality at 0.05% level of significance indicating that

prospective teachers belonging to aided management

315

colleges are high on personality as compared to




personality at 0.05% level of significance indicating that

prospective teachers belonging to unaided management

colleges are high on personality as compared to


The prospective teachers belonging to aided and unaided

management differ significantly with respect to personality

at 0.05% level of significance indicating that prospective

teachers belonging to aided management colleges are high

on personality as compared to unaided prospective

teachers.

316

31. Hypothesis: There is no significant relationship between

academic achievement and general mental alertness, interest in

teaching, emotional intelligence, attitude towards teaching

profession and personality of prospective teachers

To test this hypothesis, the Karl Pearson‘s correlation

coefficient method has been applied and the results are

presented in the following table.

Table No. 4.67: Results of Correlation Coefficient Between Academic

Achievement and General Mental Alertness, Interest in Teaching, Emotional

Intelligence, Attitude Towards Teaching Profession and Personality of

Prospective Teachers

Variables Academic achievement of prospective

teachers with

Correlation

coefficient t-value

p-

value

Signific

ance

General mental

alertness 0.6221 14.8230 <0.05 S

Interest in teaching 0.5936 13.7598 <0.05 S

Emotional intelligence 0.5568 12.5044 <0.05 S

Attitude towards

teaching profession 0.7039 18.4849 <0.05 S

Personality 0.5120 11.1185 <0.05 S

317


1. The relationship between academic achievement with general

mental alertness of prospective teachers is found to be

positive and significant (r=0.6221, p<0.05) at 0.05% level of


alternative hypothesis is accepted indicating that the general

mental alertness of prospective teachers increases with

increase in their academic achievement.

2. The relationship between academic achievement with interest

in teaching of prospective teachers is found to be positive and

significant (r=0.5936, p<0.05) at 0.05% level of significance.

Hence, the null hypothesis is rejected and alternative

hypothesis is accepted indicating that the interest in teaching

of prospective teachers increases with increase in their

academic achievement.

3. The relationship between academic achievement with

emotional intelligence of prospective teachers is found to be



alternative hypothesis is accepted indicating that the

emotional intelligence of prospective teachers increases with


318

4. The relationship between academic achievement with attitude

towards teaching profession of prospective teachers is found

to be positive and significant (r=0.7039, p<0.05) at 0.05%

level of significance. Hence, the null hypothesis is rejected


attitude towards teaching profession of prospective teachers

increases with increase in their academic achievement.


personality of prospective teachers is found to be positive and

significant (r=0.5120, p<0.05) at 0.05% level of significance.

Hence, the null hypothesis is rejected and alternative

hypothesis is accepted indicating that the personality of

prospective teachers improves with increase in their academic

achievement.

319




profession and personality of male prospective teachers






Intelligence, Attitude Towards Teaching Profession and Personality of Male


Variables Academic achievement of male prospective

teachers with

Correlation

coefficient t-value

p-

value

Significan

ce

General mental alertness 0.5969 9.7866 <0.05 S



Attitude towards teaching

profession

0.6937 12.6664

<0.05 S

Personality 0.3970 5.6884 <0.05 S

320



mental alertness of male prospective teachers is found to be




mental alertness of male prospective teachers increases with



in teaching of male prospective teachers is found to be



alternative hypothesis is accepted indicating that the interest

in teaching of male prospective teachers increases with



emotional intelligence of male prospective teachers is found to

be positive and significant (r=0.4381, p<0.05) at 0.05% level of



emotional intelligence of male prospective teachers increases

with increase in their academic achievement.

321


towards teaching profession of male prospective teachers is

found to be positive and significant (r=0.6937, p<0.05) at


rejected and alternative hypothesis is accepted indicating that

the attitude towards teaching profession of male prospective

teachers increases with increase in their academic

achievement.


personality of male prospective teachers is found to be




personality of male prospective teachers improves with


322




profession and personality of female prospective teachers






Intelligence, Attitude Towards Teaching Profession and Personality of Female


Variables Academic achievement of female prospective teachers with

Correlation

coefficient t-value

p-

value

Significan

ce





profession

0.7089 13.2211

<0.05 S

Personality 0.5795 9.3530 <0.05 S

323


The relationship between academic achievement with general

mental alertness of female prospective teachers is found to be




mental alertness of female prospective teachers increases with


The relationship between academic achievement with interest

in teaching of female prospective teachers is found to be




in teaching of female prospective teachers increases with


The relationship between academic achievement with

emotional intelligence of female prospective teachers is found




emotional intelligence of female prospective teachers increases


324

The relationship between academic achievement with attitude

towards teaching profession of female prospective teachers is




the attitude towards teaching profession of female prospective


achievement.


personality of female prospective teachers is found to be




personality of female prospective teachers improves with


325




profession and personality of kannada medium prospective

teachers







Kannada Medium Prospective Teachers

Variables Academic achievement of kannada medium

prospective teachers with

Correlation

coefficient t-value p-value

Significa

nce

General mental

alertness

0.7030 13.9073

<0.05 S



Attitude towards

teaching profession

0.7368 15.3337

<0.05 S

Personality 0.5253 8.6859 <0.05 S

326



mental alertness of kannada medium prospective teachers is




the general mental alertness of kannada medium prospective


achievement.


in teaching of kannada medium prospective teachers is found




interest in teaching of kannada medium prospective teachers



emotional intelligence of kannada medium prospective

teachers is found to be positive and significant (r=0.6386,

p<0.05) at 0.05% level of significance. Hence, the null


indicating that the emotional intelligence of kannada medium

327

prospective teachers increases with increase in their academic

achievement.


towards teaching profession of kannada medium prospective




indicating that the attitude towards teaching profession of

kannada medium prospective teachers increases with



personality of kannada medium prospective teachers is found




personality of kannada medium prospective teachers

improves with increase in their academic achievement.

328




profession and personality of English medium prospective

teachers






Intelligence, Attitude Towards Teaching Profession and Personality of English

Medium Prospective Teachers

Variables Academic achievement of English medium


Correlation

coefficient

t-value p-value Significan

ce

General mental

alertness

0.4742 6.5531 <0.05 S



Attitude towards

teaching profession

0.6606 10.7056 <0.05 S

Personality 0.4611 6.3218 <0.05 S

329



mental alertness of English medium prospective teachers is




the general mental alertness of English medium prospective


achievement.


in teaching of English medium prospective teachers is found




interest in teaching of English medium prospective teachers



emotional intelligence of English medium prospective teachers

is found to be positive and significant (r=0.4063, p<0.05) at



the emotional intelligence of English medium prospective

330


achievement.


towards teaching profession of English medium prospective





English medium prospective teachers increases with increase

in their academic achievement.


personality of English medium prospective teachers is found




personality of English medium prospective teachers improves


331




profession and personality of arts prospective teachers






Intelligence, Attitude Towards Teaching Profession and Personality of Arts


Variables Academic achievement of arts prospective

teachers with

Correlation

coefficient t-value

p-

value

Significan

ce


Interest in teaching 0.6163 10.292

3 <0.05 S



profession

0.7350 14.257

4 <0.05 S

Personality 0.4833 7.2605 <0.05 S

332



mental alertness of arts prospective teachers is found to be




mental alertness of arts prospective teachers increases with



in teaching of arts prospective teachers is found to be positive

and significant (r=0.6163, p<0.05) at 0.05% level of



in teaching of arts prospective teachers increases with



emotional intelligence of arts prospective teachers is found to




emotional intelligence of arts prospective teachers increases


333


towards teaching profession of arts prospective teachers is




the attitude towards teaching profession of arts prospective


achievement.


personality of arts prospective teachers is found to be positive

and significant (r=0.4833, p<0.05) at 0.05% level of



personality of arts prospective teachers improves with


334




profession and personality of science prospective teachers






Intelligence, Attitude Towards Teaching Profession and Personality of Science


Variables Academic achievement of science prospective

teachers with

Correlation

coefficient t-value

p-

value

Significa

nce

General mental

alertness

0.6706 11.8903 <0.0

5 S

Interest in teaching 0.5699 9.1218 <0.0

5 S

Emotional intelligence 0.6010 9.8913 <0.0

5 S

Attitude towards

teaching profession

0.6757 12.0544 <0.0

5 S

Personality 0.5430 8.5047 <0.0

5 S

335



mental alertness of science prospective teachers is found to be




mental alertness of science prospective teachers increases



in teaching of science prospective teachers is found to be




in teaching of science prospective teachers increases with



emotional intelligence of science prospective teachers is found




emotional intelligence of science prospective teachers


336


towards teaching profession of science prospective teachers is




the attitude towards teaching profession of science


achievement.


personality of science prospective teachers is found to be




personality of science prospective teachers improves with


337




profession and personality of graduate prospective teachers







Graduate Prospective Teachers

Variables Academic achievement of graduate


Correlation

coefficient t-value

p-

value

Significa

nce

General mental

alertness

0.5058 9.2325 <0.0

5 S

Interest in teaching 0.5875 11.4333 <0.0

5 S

Emotional intelligence 0.5136 9.4258 <0.0

5 S

Attitude towards

teaching profession

0.6829 14.7222 <0.0

5 S

Personality 0.4966 9.0108 <0.0

5 S

338



mental alertness of graduate prospective teachers is found to




mental alertness of graduate prospective teachers increases



in teaching of graduate prospective teachers is found to be




in teaching of graduate prospective teachers increases with



emotional intelligence of graduate prospective teachers is




the emotional intelligence of graduate prospective teachers


339


towards teaching profession of graduate prospective teachers

is found to be positive and significant (r=0.6829, p<0.05) at



the attitude towards teaching profession of graduate


achievement.


personality of graduate prospective teachers is found to be




personality of graduate prospective teachers improves with


340




profession and personality of postgraduate prospective teachers







Postgraduate Prospective Teachers

Variables Academic achievement of postgraduate


Correlation

coefficient t-value

p-

value

Significa

nce

General mental

alertness

0.8102 13.681

3 <0.05 S


Emotional

intelligence

0.5696 6.8597

<0.05 S

Attitude towards

teaching profession

0.6993 9.6835

<0.05 S

Personality 0.4767 5.3681 <0.05 S

341



mental alertness of postgraduate prospective teachers is




the general mental alertness of postgraduate prospective


achievement.


in teaching of postgraduate prospective teachers is found to




in teaching of postgraduate prospective teachers increases



emotional intelligence of postgraduate prospective teachers is




the emotional intelligence of postgraduate prospective

342


achievement.


towards teaching profession of postgraduate prospective





postgraduate prospective teachers increases with increase in

their academic achievement.


personality of postgraduate prospective teachers is found to




personality of postgraduate prospective teachers improves


343




profession and personality of Government prospective teachers







Government Prospective Teachers

Variables Academic achievement of Government


Correlation

coefficient

t-value p-value Significa

nce

General mental

alertness

0.7841 12.5086 <0.05 S

Interest in

teaching

0.7890 12.7123 <0.05 S

Emotional

intelligence

0.1333 1.3317 >0.05 NS

Attitude towards

teaching

profession

0.2957 3.0645 <0.05 S

Personality 0.9419 27.7712 <0.05 S

344



mental alertness of Government prospective teachers is found




general mental alertness of Government prospective teachers



in teaching of Government prospective teachers is found to be




in teaching of Government prospective teachers increases



emotional intelligence of Government prospective teachers is

found to be positive and not significant (r=0.1333, p>0.05) at


accepted and alternative hypothesis is rejected.


towards teaching profession of Government prospective


345




Government prospective teachers increases with increase in

their academic achievement.


personality of Government prospective teachers is found to be




personality of Government prospective teachers improves with


346




profession and personality of aided prospective teachers






Intelligence, Attitude Towards Teaching Profession and Personality of Aided

of Prospective Teachers

Variables Academic achievement of aided prospective

teachers with

Correlation

coefficient

t-value p-value Significa

nce

General mental

alertness

0.3019 3.5127 <0.05 S

Interest in teaching -0.2300 -2.6207 <0.05 S

Emotional

intelligence

0.0601 0.6681 >0.05 NS

Attitude towards

teaching profession

0.1627 1.8286 >0.05 NS

Personality -0.0541 -0.6012 >0.05 NS

347



mental alertness of aided prospective teachers is found to be




mental alertness of aided prospective teachers increases with



in teaching of aided prospective teachers is found to be

negative and significant (r=-0.2300, p<0.05) at 0.05% level of



in teaching of aided prospective teachers increases or

decreases with decrease or increase in their academic

achievement.


emotional intelligence of aided prospective teachers is found

to be positive and not significant (r=0.0601, p>0.05) at 0.05%

348

level of significance. Hence, the null hypothesis is accepted

and alternative hypothesis is rejected.


towards teaching profession of aided prospective teachers is

found to be positive and not significant (r=0.1627, p>0.05) at


accepted and alternative hypothesis is rejected.


personality of aided prospective teachers is found to be

negative and not significant (r=-0.0541, p>0.05) at 0.05% level

of significance. Hence, the null hypothesis is accepted and

alternative hypothesis is rejected.

349




profession and personality of unaided prospective teachers






Intelligence, Attitude Towards Teaching Profession and Personality of Unaided


Variables Academic achievement of unaided prospective

teachers with

Correlation

coefficient

t-value p-value Significan

ce

General mental

alertness

0.5813 7.9226 <0.05 S


Emotional

intelligence

0.6538 9.5835 <0.05 S

Attitude towards

teaching profession

0.7255 11.6913 <0.05 S

Personality 0.4751 5.9886 <0.05 S

350



general mental alertness of unaided prospective teachers is



rejected and alternative hypothesis is accepted indicating

that the general mental alertness of unaided prospective


achievement.


interest in teaching of unaided prospective teachers is




that the interest in teaching of Unaided prospective


achievement.


emotional intelligence of unaided prospective teachers is




that the emotional intelligence of unaided prospective

351


achievement.


attitude towards teaching profession of unaided

prospective teachers is found to be positive and significant

(r=0.7255, p<0.05) at 0.05% level of significance. Hence,

the null hypothesis is rejected and alternative hypothesis is

accepted indicating that the attitude towards teaching

profession of unaided prospective teachers increases with



personality of unaided prospective teachers is found to be




personality of unaided prospective teachers improves with


352

43. Hypothesis: General mental alertness, interest in teaching,

emotional intelligence, attitude towards teaching profession and

personality would not be significant predictors of academic

achievement of prospective teachers

To test this hypothesis, the multiple linear regression

analysis was performed and the results are presented in the

following table.

Table No. 4.79: Results of Multiple Linear Regression Analysis of Academic

Achievement by General Mental Alertness, Interest in Teaching, Emotional



Independent variables Regression coefficient

SE of regressio

n coefficient

t-value p-value

Signi.

Constant 20.4181 2.6376 7.7413 <0.05 S

General mental alertness

(X1)

0.2088 0.0164 12.7702 <0.05 S

Interest in teaching (X2) 0.4596 0.0565 8.1339 <0.05 S

Emotional

intelligence (X3)

0.0910 0.0243 3.7426 <0.05 S

Attitude towards

teaching profession (X4)

0.1550 0.0203 7.6497 <0.05 S

Personality (X5) 0.0044 0.0297 0.1484 >0.05 NS

R=0.8533, R²=0.7281, Adjusted R²=0.7242, F=184.31, p<0.05, S, Std.Error of

estimate: 3.2014

353


1. The influences of independent variables such as general

mental alertness (X1), interest in teaching (X2), emotional

intelligence (X3) and attitude towards teaching profession (X4)

on academic achievement of prospective teachers are found to

be positive and significant at 0.05% level of significance

indicating that the general mental alertness (X1), interest in

teaching (X2), emotional intelligence (X3) and attitude towards

teaching profession (X4) are impacting or influencing

positively on academic achievement of prospective teachers.

2. The influence of personality (X5) on academic achievement of

prospective teachers is found to be positive and not significant

at 0.05% level of significance.

Further, the multiple linear regression equation predicting

the academic achievement of prospective teachers (Y) in terms of

general mental alertness (X1), interest in teaching (X2),

emotional intelligence (X3), attitude towards teaching

profession (X4 ) and personality (X5) was found as given here:

Academic achievement =

20.4181+0.208X1+0.4596X2+0.0910X3+0.1550X4+0.0044X5

The multiple R of the linear regression equation is 0.8533.

For testing multiple correlation coefficients the F-ratio (184.31)

was found to be significant at 0.05% level. Thus, the null

354

hypothesis is rejected and alternative hypothesis is accepted.

Significant R suggests that estimation of academic achievement

of prospective teachers is possible on the basis of the predictors

like general mental alertness (X1), interest in teaching (X2),


profession (X4) and personality (X5) of prospective teachers.

Further, the regression equation shows that general mental

alertness (X1), interest in teaching (X2), emotional

intelligence (X3), attitude towards teaching profession (X4) and

personality (X5) can be used as predictors of academic

achievement of prospective teachers.

The coefficient of multiple determination of R2 is 0.7281. It

can therefore be said that nearly 72.81 percent of the variation

in academic achievement of prospective teachers accounted for

whatever is measured by general mental alertness (X1), interest

in teaching (X2), emotional intelligence (X3), attitude towards

teaching profession (X4) and personality (X5) of prospective

teachers can be taken together. The SEest for the regression

equation is 3.2014. This means that each time the regression

equation for the sample is used to predict the academic

achievement of prospective teachers, that predicted academic

achievement will not miss the actual academic achievement of

prospective teachers by more that ±3.2014.

355

The relative contribution of general mental alertness,


teaching profession and personality on academic achievement of

prospective teachers are presented in the following table.

Table No. 4.80: Relative Contribution of General Mental Alertness, Interest in

Teaching, Emotional Intelligence, Attitude Towards Teaching Profession and

Personality on Academic Achievement of Prospective Teachers

Independent variables Beta value r-value Beta x r % of

contributi

on


(X1)

0.4019 0.6221 0.2500 24.9994

Interest in teaching (X2) 0.2811 0.5936 0.1669 16.6869

Emotional

intelligence (X3)

0.1521 0.5568 0.0847 8.4698

Attitude towards


0.3177 0.7039 0.2236 22.3624

Personality (X5) 0.0059 0.5120 0.0030 0.3008

0.7281 72.81

356

The above Table No. 4.80 presents the relative contribution

of general mental alertness, interest in teaching, emotional

intelligence, attitude towards teaching profession and personality

on academic achievement of prospective teachers. The total

contribution of two explanatory variables on academic

achievement of prospective teachers is found to be 72.81% in

which the variable general mental alertness (X1) contributes

maximum that is 24.9994% followed by 22.3624% of attitude

towards teaching profession (X4) of prospective teachers, of

16.6869% by interest in teaching (X2) and of 8.4698% by

emotional intelligence (X3).

357




achievement of male prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of Male


Independent variables Regressio

n

coefficien

t

SE of

regression

coefficient

t-value p-

value

Signi.

Constant 23.8105 3.7221 6.3970 <0.05 S


(X1)

0.1863 0.0233 7.9871 <0.05 S


Emotional

intelligence (X3)

0.0768 0.0440 1.7473 >0.05 NS

Attitude towards


0.1759 0.0285 6.1687 <0.05 S

Personality (X5) -0.0396 0.0419 -

0.9443

>0.05 NS

R=0.8157, R²=0.6654, Adjusted R²=0.6555, F=67.22, p<0.05, S, Std.Error of

estimate: 3.0169

358



mental alertness (X1), interest in teaching (X2) and attitude

towards teaching profession (X4) on academic achievement of

male prospective teachers are found to be positive and

significant at 0.05% level of significance indicating that the

general mental alertness (X1), interest in teaching (X2) and

attitude towards teaching profession (X4) are impacting or

influencing positively on academic achievement of male


2. The influences of emotional intelligence (X3) and personality

(X5) on academic achievement of male prospective teachers is

found to be not significant at 0.05% level of significance.


the academic achievement of male prospective teachers (Y) in

terms of general mental alertness (X1), interest in teaching (X2),




23.8105+0.1863X1+0.3355X2+0.0768X3+0.1759X4-0.03964X5




359



of male prospective teachers is possible on the basis of the

predictors like general mental alertness (X1), interest in teaching

(X2), emotional intelligence (X3), attitude towards teaching

profession (X4) and personality (X5) of male prospective teachers.





achievement of male prospective teachers.



in academic achievement of male prospective teachers accounted

for whatever is measured by general mental alertness (X1),

interest in teaching (X2), emotional intelligence (X3), attitude

towards teaching profession (X4) and personality (X5) of male

prospective teachers can be taken together. The SEest for the

regression equation is 3.0169. This means that each time the

regression equation for the sample is used to predict the

academic achievement of male prospective teachers, that

predicted academic achievement will not miss the actual

360

academic achievement of male prospective teachers by more that

±3.0169.




male prospective teachers are presented in the following table.



Personality on Academic Achievement of Male Prospective Teachers


contributi

on


(X1)

0.4026 0.5969 0.2403 24.0302


Emotional

intelligence (X3)

0.1380 0.4381 0.0604 6.0446

Attitude towards


0.4045 0.6937 0.2806 28.0612

Personality (X5) -0.0580 0.3970 -0.0230 -2.3031

0.6654 66.54




on academic achievement of male prospective teachers. The total

361


achievement of male prospective teachers is found to be 66.54%

in which the variable Attitude towards teaching profession (X4)

contributes maximum that is 28.0612% followed by 24.0302% of

general mental alertness (X1) of male prospective teachers, of

10.7122% by interest in teaching (X2) and of 6.0446% by

emotional intelligence (X3).

362




achievement of female prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of Female


Independent variables Regression

coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 20.0115 3.7560 5.3279 <0.05 S


(X1) 0.2139 0.0230 9.3200

<0.05 S


Emotional

intelligence (X3) 0.0868 0.0447 1.9408

>0.05 NS

Attitude towards

teaching profession (X4) 0.1423 0.0285 4.9961

<0.05 S

Personality (X5) 0.0309 0.0416 0.7436 >0.05 NS

R=0.8761, R²=0.7676, Adjusted R²=0.7607, F=111.64, p<0.05,S, Std.Error of

estimate: 3.3067

363


The influences of independent variables such as general



female prospective teachers are found to be positive and




influencing positively on academic achievement of female


The influences of emotional intelligence (X3) and personality

(X5) on academic achievement of female prospective teachers

is found to be not significant at 0.05% level of significance.


the academic achievement of female prospective teachers (Y) in





20.0115+0.2139X1+0.5604X2+0.0868X3+0.1423X4+0.0309X5




364



of female prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of female prospective

teachers. Further, the regression equation shows that general




achievement of female prospective teachers.



in academic achievement of female prospective teachers

accounted for whatever is measured by general mental alertness

(X1), interest in teaching (X2), emotional intelligence (X3),

attitude towards teaching profession (X4) and personality (X5) of

female prospective teachers can be taken together. The SEest for

the regression equation is 3.3067. This means that each time the


academic achievement of female prospective teachers, that


365

academic achievement of female prospective teachers by more

that ±3.3067.




female prospective teachers are presented in the following table.



Personality on Academic Achievement of Female Prospective Teachers


contributi

on


(X1)

0.3864 0.6325 0.2444 24.4385


Emotional

intelligence (X3)

0.1411 0.6230 0.0879 8.7930

Attitude towards


0.2745 0.7089 0.1946 19.4620

Personality (X5) 0.0394 0.5795 0.0229 2.2852

0.7676 76.76




on academic achievement of female prospective teachers. The

366

total contribution of two explanatory variables on academic

achievement of female prospective teachers is found to be

76.76% in which the variable general mental alertness (X1)


attitude towards teaching profession (X4), of 21.7826% by

interest in teaching (X2), of 8.7930% by emotional intelligence

(X3) and personality (X5) of female prospective teachers by

2.2852%.

367




achievement of kannada medium prospective teachers



following table.




Kannada Medium Prospective Teachers


coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 14.3192 3.4588 4.1399 <0.05 S


(X1)

0.2244 0.0214 10.4749 <0.05 S


Emotional

intelligence (X3)

0.1480 0.0323 4.5888 <0.05 S

Attitude towards


0.1568 0.0274 5.7206 <0.05 S

Personality (X5) -0.0573 0.0360 -1.5922 >0.05 NS


estimate: 2.9548

368





on academic achievement of kannada medium prospective

teachers are found to be positive and significant at 0.05%

level of significance indicating that the general mental



are impacting or influencing positively on academic

achievement of kannada medium prospective teachers.


kannada medium prospective teachers is found to be not

significant at 0.05% level of significance.


the academic achievement of kannada medium prospective

teachers (Y) in terms of general mental alertness (X1), interest in

teaching (X2), emotional intelligence (X3), attitude towards

teaching profession (X4 ) and personality (X5) was found as given

here:


14.3192+0.2244X1+ 0.4563X2+ 0.1480X3+ 0.1568X4-0.0573X5

369






of kannada medium prospective teachers is possible on the basis

of the predictors like general mental alertness (X1), interest in


teaching profession (X4) and personality (X5) of kannada

medium prospective teachers. Further, the regression equation

shows that general mental alertness (X1), interest in teaching


profession (X4) and personality (X5) can be used as predictors of

academic achievement of kannada medium prospective teachers.



in academic achievement of kannada medium prospective

teachers accounted for whatever is measured by general mental



personality (X5) of kannada medium prospective teachers can be

taken together. The SEest for the regression equation is 2.9548.

This means that each time the regression equation for the

370

sample is used to predict the academic achievement of kannada

medium prospective teachers, that predicted academic

achievement will not miss the actual academic achievement of

kannada medium prospective teachers by more that ±2.9548.




kannada medium prospective teachers are presented in the

following table.



Personality on Academic Achievement of Kannada Medium Prospective

Teachers

Independent variables Beta

value

r-value Beta x r % of

contribution


(X1)

0.4120 0.7030 0.2896 28.9623


Emotional intelligence (X3) 0.2294 0.6386 0.1465 14.6484


profession (X4)

0.2956 0.7368 0.2178 21.7790

Personality (X5) -0.0774 0.5253 -0.0407 -4.0659

0.7921 79.21

371




on academic achievement of Kannada medium prospective

teachers. The total contribution of two explanatory variables on

academic achievement of kannada medium prospective teachers

is found to be 79.21% in which the variable general mental

alertness (X1) contributes maximum that is 28.9623% followed

by 21.7790% of attitude towards teaching profession (X4), of

17.8916% by interest in teaching (X2), of 14.6484% by emotional

intelligence (X3) and personality of kannada medium prospective

teachers (X5) by -4.0659%.

372




achievement of English medium prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of English

Medium Prospective Teachers


coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 27.2933 4.1590 6.5624 <0.05 S


(X1)

0.1785 0.0264 6.7509 <0.05 S


Emotional

intelligence (X3)

0.0356 0.0372 0.9592 >0.05 NS

Attitude towards


0.1534 0.0308 4.9837 <0.05 S

Personality (X5) 0.0705 0.0514 1.3712 >0.05 NS

R=0.7821, R²=0.6117, Adjusted R²=0.5983,F=45.38, p<0.05, S, Std.Error of

estimate: 3.4639

373





english medium prospective teachers are found to be positive

and significant at 0.05% level of significance indicating that

the general mental alertness (X1), interest in teaching (X2)

and attitude towards teaching profession (X4) are impacting

or influencing positively on academic achievement of english

medium prospective teachers.


(X5) of English medium prospective teachers on their

academic achievement are found to be not significant at

0.05% level of significance.


the academic achievement of english medium prospective

teachers (Y) in terms of general mental alertness (X1), interest in


teaching profession (X4 ) and personality (X5) was found as given

here:


27.2933+0.1785X1+0.4296X2+0.0356X3+0.1534X4+0.0705X5

374






of english medium prospective teachers is possible on the basis

of the predictors like general mental alertness (X1), interest in


teaching profession (X4) and personality (X5) of English medium

prospective teachers. Further, the regression equation shows

that general mental alertness (X1), interest in teaching (X2),



academic achievement of english medium prospective teachers.



in academic achievement of english medium prospective teachers




English medium prospective teachers can be taken together. The

SEest for the regression equation is 3.4639. This means that each

time the regression equation for the sample is used to predict the

375

academic achievement of English medium prospective teachers,

that predicted academic achievement will not miss the actual

academic achievement of English medium prospective teachers

by more that ±3.4639.




English medium prospective teachers are presented in the

following table.



Personality on Academic Achievement of English Medium Prospective

Teachers


value


contribution


(X1)

0.3756 0.4742 0.1781 17.8106


Emotional

intelligence (X3)

0.0668 0.4063 0.0272 2.7161

Attitude towards


0.3643 0.6606 0.2407 24.0669

Personality (X5) 0.0935 0.4611 0.0431 4.3121

0.6117 61.17

The above Table No.88 presents the relative contribution of

general mental alertness, interest in teaching, emotional

376


on academic achievement of English medium prospective


academic achievement of English medium prospective teachers

is found to be 61.17% in which the variable Attitude towards

teaching profession (X4) contributes maximum that is 24.0669%

followed by 17.8106% of general mental alertness (X1), of

12.2681% by interest in teaching (X2), of 2.7161% by emotional

intelligence (X3) and personality of English medium prospective

teachers (X5) by 4.3121%.

377




achievement of arts prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of Arts



coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 18.1537 3.7626 4.8247 <0.05 S


(X1)

0.1886 0.0217 8.7113 <0.05 S


Emotional

intelligence (X3)

0.0593 0.0326 1.8199 >0.05 NS

Attitude towards


0.2142 0.0303 7.0796 <0.05 S

Personality (X5) -0.0124 0.0414 -

0.2986

>0.05 NS


estimate: 3.1695

378





arts prospective teachers are found to be positive and




influencing positively on academic achievement of arts



(X5) on academic achievement of arts prospective teachers are

found to be not significant at 0.05% level of significance.


the academic achievement of arts prospective teachers (Y) in





18.1537+0.1886X1+0.4563X2+0.0593X3+0.2142X4+-0.0124X5




379



of arts prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of arts prospective teachers.





achievement of arts prospective teachers.



in academic achievement of arts prospective teachers accounted

for whatever is measured by general mental alertness (X1),

interest in teaching (X2), emotional intelligence (X3), attitude

towards teaching profession (X4) and personality (X5) of arts

prospective teachers can be taken together. The SEest for the

regression equation is 3.1695. This means that each time the


academic achievement of arts prospective teachers, that


380

academic achievement of arts prospective teachers by more that

±3.1695.




arts prospective teachers are presented in the following table.



Personality on Academic Achievement of a Prospective Teachers


value


contribution


(X1)

0.3693 0.5776 0.2133 21.3333


Emotional

intelligence (X3)

0.1017 0.5160 0.0525 5.2461

Attitude towards


0.4203 0.7350 0.3089 30.8925

Personality (X5) -0.0168 0.4833 -0.0081 -0.8095

0.7416 74.1604

The above Table No.4.90 presents the relative contribution



on academic achievement of arts prospective teachers. The total

381


achievement of arts prospective teachers is found to be

74.1604% in which the variable Attitude towards teaching

profession (X4) contributes maximum that is 30.8925% followed

by 21.3333% of general mental alertness (X1), of 17.4979% by


(X3) and personality of arts prospective teachers (X5) by

0.8095%.

382




achievement of science prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of Science



coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 21.6264 3.7364 5.7881 <0.05 S


(X1)

0.2375 0.0249 9.5428 <0.05 S


Emotional

intelligence (X3)

0.1287 0.0363 3.5475 <0.05 S

Attitude towards


0.1018 0.0276 3.6887 <0.05 S

Personality (X5) 0.0121 0.0429 0.2823 >0.05 NS


estimate: 3.2059

383





on academic achievement of science prospective teachers are

found to be positive and significant at 0.05% level of

significance indicating that the general mental alertness (X1),

interest in teaching (X2), emotional intelligence (X3) and


influencing positively on academic achievement of science



science prospective teachers is found to be not significant at



the academic achievement of science prospective teachers (Y) in





21.6264+0.2375X1+0.4277X2+0.1287X3+0.1018X4+0.0121X5



384




of science prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of science prospective





achievement of science prospective teachers.



in academic achievement of science prospective teachers




science prospective teachers can be taken together. The SEest for



academic achievement of science prospective teachers, that


385

academic achievement of science prospective teachers by more

that ±3.2059.




science prospective teachers are presented in the following table.



Personality on Academic Achievement of science Prospective Teachers


value


contribution


(X1) 0.4487 0.6706 0.3009 30.0901


Emotional

intelligence (X3) 0.2093 0.6010 0.1258 12.5804

Attitude towards

teaching profession (X4) 0.2172 0.6757 0.1467 14.6732

Personality (X5) 0.0158 0.5430 0.0086 0.8593

0.7285 72.8476




386

on academic achievement of science prospective teachers. The


achievement of science prospective teachers is found to be





(X3) and personality of science prospective teachers (X5) by

0.8593%.

387




achievement of graduate prospective teachers



following table.




Graduate Prospective Teachers


coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 21.0859 3.2126 6.5634 <0.05 S


(X1) 0.1670 0.0195 8.5747

<0.05 S


Emotional

intelligence (X3) 0.0875 0.0293 2.9904

<0.05 S

Attitude towards


<0.05 S

Personality (X5) 0.0478 0.0375 1.2719 >0.05 NS

R=0.8322, R²=0.6925, Adjusted R²=0.6862, F=109.93 p<0.05, S, Std.Error of

estimate: 3.1441

388





on academic achievement of graduate prospective teachers

are found to be positive and significant at 0.05% level of

significance indicating that the general mental alertness (X1),

interest in teaching (X2), emotional intelligence (X3) and


influencing positively on academic achievement of graduate


The influence of personality (X5) on academic achievement of

graduate prospective teachers is found to be not significant at



the academic achievement of graduate prospective teachers (Y) in





21.0859+0.1670X1+0.5646X2+0.0875X3+0.1439X4+0.0478X5



389




of graduate prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of graduate prospective





achievement of graduate prospective teachers.



in academic achievement of graduate prospective teachers




graduate prospective teachers can be taken together. The SEest

for the regression equation is 3.1441. This means that each time

the regression equation for the sample is used to predict the

academic achievement of graduate prospective teachers, that


390

academic achievement of graduate prospective teachers by more

that ±3.1441.




graduate prospective teachers are presented in the following

table.



Personality on Academic Achievement of Graduate Prospective Teachers


value


contribution


(X1)

0.3315 0.5058 0.1677 16.7661


Emotional

intelligence (X3)

0.1416 0.5136 0.0727 7.2709

Attitude towards


0.3198 0.6829 0.2184 21.8411

Personality (X5) 0.0611 0.4966 0.0304 3.0352

0.6925 69.25




on academic achievement of graduate prospective teachers. The

391


achievement of graduate prospective teachers is found to be

69.2500% in which the variable Attitude towards teaching

profession (X4) contributes maximum that is 21.8411% followed

by 16.7661% of general mental alertness (X1), of 20.3443% by


(X3) and personality of graduate prospective teachers (X5) by

3.0352%.

392




achievement of postgraduate prospective teachers



following table.




Postgraduate Prospective Teachers


coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 20.6450 4.7922 4.3080 <0.05 S


(X1) 0.3224 0.0270

11.944

7

<0.05 S


Emotional

intelligence (X3) 0.1195 0.0393 3.0444

<0.05 S

Attitude towards


<0.05 S

Personality (X5) 0.0817 0.0334 2.4438 <0.05 S


estimate: 2.8546

393

From the results of Table No. 4.95, it is observed that, the

influences of independent variables such as general mental



personality (X5) on academic achievement of postgraduate

prospective teachers are found to be positive and significant at

0.05% level of significance indicating that the general mental



personality (X5) of postgraduate prospective teachers are

impacting or influencing positively on academic achievement.


the academic achievement of postgraduate prospective teachers

(Y) in terms of general mental alertness (X1), interest in teaching




20.6450+0.3224X1+0.2022X2+0.1195X3+0.1405X4+0.0817X5

The multiple R of the linear regression equation is 0.9669. For

testing multiple correlation coefficients the F-ratio (85.28) was

found to be significant at 0.05% level. Thus, the null hypothesis

is rejected and alternative hypothesis is accepted. Significant R

suggests that estimation of academic achievement of

394

postgraduate prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of postgraduate prospective





achievement of postgraduate prospective teachers.



in academic achievement of postgraduate prospective teachers




postgraduate prospective teachers can be taken together. The



academic achievement of postgraduate prospective teachers, that


academic achievement of postgraduate prospective teachers by

more that ±2.8546.

395




postgraduate prospective teachers are presented in the following

table.



Personality on Academic Achievement of Postgraduate Prospective Teachers


value


contribution


(X1)

0.6278 0.8102 0.5086 50.8624


Emotional

intelligence (X3)

0.2195 0.5696 0.1250 12.5033

Attitude towards


0.2367 0.6993 0.1655 16.5538

Personality (X5) 0.1211 0.4767 0.0577 5.7721

0.9349 93.4868




on academic achievement of postgraduate prospective teachers.

The total contribution of two explanatory variables on academic

396

achievement of postgraduate prospective teachers is found to be



attitude towards teaching profession (X4), of 7.7952% by interest

in teaching (X2), of 12.5033% by emotional intelligence (X3) and

personality of postgraduate prospective teachers (X5) by

5.7721%.

397




achievement of Government prospective teachers



following table.




Government Prospective Teachers

Independent variables Regressio

n

coefficient

SE of

regression

coefficient

t-value p-

value

Signi.

Constant 42.2424 2.1906 19.2836 <0.05 S

General mental

alertness (X1)

0.0658 0.0144 4.5591 <0.05 S

Interest in teaching

(X2)

0.1952 0.0361 5.4098 <0.05 S

Emotional

intelligence (X3)

0.0489 0.0153 3.1986 <0.05 S

Attitude towards

teaching

profession (X4)

-0.0309 0.0071 -4.3254 <0.05 S

Personality (X5) 0.5662 0.0403 14.0660 <0.05 S

R=0.9812, R²=0.9628, Adjusted R²=0.9608, F=486.89, p<0.05,S, Std.Error

of estimate: 0.3981

398




intelligence (X3) and personality (X5) on academic

achievement of Government prospective teachers are found to

be positive and significant at 0.05% level of significance

indicating that the general mental alertness (X1), interest in


teaching profession (X4) and personality (X5) of Government

prospective teachers are impacting or influencing positively on


But the influence of attitude towards teaching profession (X4)

on academic achievement of Government prospective teachers

is found to be negative and significant at 0.05% level of

significance indicating that the attitude towards teaching

profession (X4) of Government prospective teachers is

impacting or influencing negatively on academic achievement.


the academic achievement of Government prospective teachers

(Y) in terms of general mental alertness (X1), interest in teaching



399


42.2424+0.0658X1+0.1952X2+0.0489X3-0.0309X4+0.5662X5






of Government prospective teachers is possible on the basis of

the predictors like general mental alertness (X1), interest in


teaching profession (X4) and personality (X5) of Government

prospective teachers. Further, the regression equation shows

that general mental alertness (X1), interest in teaching (X2),



academic achievement of Government prospective teachers.



in academic achievement of Government prospective teachers




400

Government prospective teachers can be taken together. The



academic achievement of Government prospective teachers, that


academic achievement of Government prospective teachers by

more that ±0.3981.




Government prospective teachers are presented in the following

table.



Personality on Academic Achievement of Government Prospective Teachers

Independent variables Beta value

r-value Beta x r % of contribution


(X1)

0.1616 0.7841 0.1267 12.6748




profession (X4)

-0.1087 0.2957 -0.0322 -3.2150

Personality (X5) 0.7414 0.9419 0.6983 69.8309

0.9628 96.2786

401




on academic achievement of Government prospective teachers.

The total contribution of two explanatory variables on academic

achievement of Government prospective teachers is found to be

96.2786% in which the variable Personality (X5) contributes

maximum that is 69.8309% followed by 15.8026% of Interest in

teaching (X2), of 12.6748% by general mental alertness (X1), of

1.1853% by emotional intelligence (X3) and personality of

Government prospective teachers (X5) by 3.2150%.

402




achievement of aided prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of Aided



coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 57.9908 4.5339 12.7905 <0.05 S


(X1)

0.0728 0.0200 3.6339 <0.05 S

Interest in teaching (X2) -0.1564 0.0575 -2.7191 <0.05 S

Emotional

intelligence (X3)

0.0673 0.0264 2.5474 <0.05 S

Attitude towards


0.0666 0.0293 2.2768 <0.05 S

Personality (X5) -0.0864 0.0387 -2.2352 <0.05 S


estimate: 2.1676

403



mental alertness (X1), emotional intelligence (X3) and

personality (X5) on academic achievement of aided prospective

teachers are found to be positive and significant at 0.05%

level of significance indicating that the general mental

alertness (X1), emotional intelligence (X3) and personality (X5)

of aided prospective teachers are impacting or influencing

positively on academic achievement.

But the influence of interest in teaching (X2) and attitude


aided prospective teachers is found to be negative and


interest in teaching (X2) and attitude towards teaching

profession (X4) of aided prospective teachers are impacting or

influencing negatively on academic achievement.


the academic achievement of aided prospective teachers (Y) in





57.9908+0.0728X1-0.1564X2+0.0673X3+0.0666X4+-0.0864X5

404






of aided prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of aided prospective





achievement of aided prospective teachers.



in academic achievement of aided prospective teachers




aided prospective teachers can be taken together. The SEest for



405

academic achievement of aided prospective teachers, that


academic achievement of aided prospective teachers by more

that ±2.1676.




aided prospective teachers are presented in the following table.



Personality on Academic Achievement of Aided of Prospective Teachers


value


contribution


(X1)

0.3306 0.3019 0.0998 9.9812

Interest in teaching (X2) -0.2510 -0.2300 0.0577 5.7720



profession (X4)

0.2058 0.1627 0.0335 3.3487

Personality (X5) -0.2180 -0.0541 0.0118 1.1796

0.2197 21.9749

The above Table No.4.100 presents the relative

contribution of general mental alertness, interest in teaching,


personality on academic achievement of aided prospective

406


academic achievement of aided prospective teachers is found to

be 21.9749% in which the variable general mental alertness (X1)


attitude towards teaching profession (X4), of 5.7720% by interest

in teaching (X2), of 1.6935% by emotional intelligence (X3) and

personality of aided prospective teachers (X5) by 1.1796%.

407




achievement of unaided prospective teachers



following table.



Intelligence, Attitude Towards Teaching Profession and Personality of Unaided



coefficient

SE of

regressio

n

coefficient

t-value p-

value

Signi.

Constant 17.0006 5.5445 3.0662 <0.05 S


(X1)

0.1746 0.0345 5.0654 <0.05 S


Emotional

intelligence (X3)

0.0241 0.0443 0.5436 >0.05 NS

Attitude towards


0.1917 0.0407 4.7070 <0.05 S

Personality (X5) -0.0366 0.0440 -

0.8322

>0.05 NS


estimate: 3.6065

408





unaided prospective teachers are found to be positive and



attitude towards teaching profession (X4) of unaided

prospective teachers are impacting or influencing positively on



(X5) on academic achievement of unaided prospective

teachers is found to be not significant at 0.05% level of

significance.


the academic achievement of unaided prospective teachers (Y) in





17.0006+0.1746X1+1.0293X2+0.0241X3+0.1917X4-0.0366X5



409




of unaided prospective teachers is possible on the basis of the



profession (X4) and personality (X5) of Unaided prospective





achievement of unaided prospective teachers.



in academic achievement of unaided prospective teachers




unaided prospective teachers can be taken together. The SEest for



academic achievement of unaided prospective teachers, that


410

academic achievement of unaided prospective teachers by more

that ±3.6065.




unaided prospective teachers are presented in the following

table.



Personality on Academic Achievement of Unaided of Prospective Teachers


value


contribution


(X1)

0.2327 0.5813 0.1353 13.5294


Emotional

intelligence (X3)

0.0345 0.6538 0.0225 2.2535

Attitude towards


0.2881 0.7255 0.2090 20.9042

Personality (X5) -0.0451 0.4751 -0.0214 -2.1428

0.8116 81.1631

The above Table No.4.102 presents the relative

contribution of general mental alertness, interest in teaching,


personality on academic achievement of unaided prospective

411


academic achievement of unaided prospective teachers is found

to be 81.1631% in which the variable Interest in teaching (X2)



general mental alertness (X1), of 2.2535% by emotional

intelligence (X3) and personality of unaided prospective teachers

(X5) by 2.1428%.

The next chapter deals with the summary and conclusions.

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